On Tuesday, Sept. 8, President Obama is going to deliver an address to all American students. Obama’s Department of (Re-)Education helpfully provides detailed instructions so that the teachers can help promote Dear Leader’s message.

I went to the Department of (re)Education’s website, and sure enough, a quick search lead to a suggested “teacher’s guide” (MS Word doc can be downloaded here) for instructors — I’ll post it in full here, excluding some typically touchy-feely gibberish at the end, but you get the gist:

Grades 7-12 Menu of Classroom Activities: President ObamaÃ¢â‚¬â„¢s Address to Students Across America

Produced by Teaching Ambassador Fellows, U.S. Department of EducationSeptember 8, 2009

Before the Speech:

Ã¢â‚¬Â¢ Quick Write or Think/Pair/Share (Students spend a few minutes Thinking and writing about the question; Paired with another student to discuss, then Sharing their ideas with the class as a whole). What do we associate with the words responsibility, persistence, and goals? How would we define each term? A teacher might create a web of student ideas for each of the words.
Ã¢â‚¬Â¢ Quick Write or Brainstorm: What are your strengths? At what are you successful as a person/student? What makes you successful at these efforts? List at least three things you are successful at and why you feel successful with these tasks.
Ã¢â‚¬Â¢ Short readings. Notable quotes excerpted (and posted in large print on board) from President ObamaÃ¢â‚¬â„¢s speeches about education. Teacher might ask students to think alone, compare ideas with a partner, and share their collaborations with the class (Think/Pair/Share) about the following: What are our interpretations of these excerpts? Based on these excerpts, what can we infer the President believes is important to be successful educationally?
Ã¢â‚¬Â¢ Brainstorm or Concept Web: Why does President Obama want to speak with us today? How will he inspire us? How will he challenge us? What might he say?
Ã¢â‚¬Â¢ Brainstorm or Concept Web: What other historic moments do you remember when the President spoke to the nation? What was the impact? Students could create a Cause/Effect graphic organizer.

During the Speech:

Ã¢â‚¬Â¢ Listening with a purpose: personal responsibility, goals, persistence. Teachers might ask pairs of students to create a word bank from the web of any one of the terms (personal responsibility, goals, or persistence) at the top of a double-column style notes page. On the right-hand side, students could take notes while President Obama talks about personal responsibility, or goals, or persistence, trying to capture direct quotations. At the end of the speech, students could then write the corresponding terms from the word bank in the left hand column, to increase retention and deepen their understanding of an important aspect of the speech.
Ã¢â‚¬Â¢ Listening with a purpose: Inspiration and Challenges. Using a similar double-column style notes page as the one above, the teacher could focus students on quotations that either propose a specific challenge to them or inspire them in some meaningful way. Students could do this individually, in pairs or groups.

Transition/Quick Review: Teachers could ask students to look over the notes and collaborate in pairs or small groups. What more could we add to our notes? Teachers might circulate and ask students questions such as: What are the most important words in the speech? What title would you give it? WhatÃ¢â‚¬â„¢s the thesis?

After the Speech:

Guided Discussion:

Ã¢â‚¬Â¢ What resonated with you from President ObamaÃ¢â‚¬â„¢s speech? What lines/phrases do you remember?
Ã¢â‚¬Â¢ Who is President Obama addressing? How do you know? Describe his audience.
Ã¢â‚¬Â¢ We heard President Obama mention the importance of personal responsibility. In your life, who exemplifies this kind of personal responsibility? How? Give examples.
Ã¢â‚¬Â¢ How are we as individuals and as a class similar? Different?
Ã¢â‚¬Â¢ Suppose President Obama were to give another speech about being educationally successful. Who could he speak to next? Who should be his next audience? Why? What would he say?
Ã¢â‚¬Â¢ What are the three most important words in the speech? Rank them. What title would you give this speech? WhatÃ¢â‚¬â„¢s the thesis?
Ã¢â‚¬Â¢ What is President Obama inspiring you to do? What is he challenging you to do?
Ã¢â‚¬Â¢ What do you believe are the challenges of your generation?
Ã¢â‚¬Â¢ How can you be a part of addressing these challenges?

And I’m guessing at the end of the speech, Obama will be joined some Sesame Street characters as well as certain representatives from ACORN and other socially-conscious groups to teach kids the proper way to conduct a census in their home, and which comrade — I mean, “community organizer” — to report back to in their pre-designated Area of Hope and Change. Time permitting, everybody will close the day with the Youth Regiment Pledge.

If you have kids in public school, call the school and demand to see the script that the teleprompter is going to have Obama read to the kids, and/or demand to sit in their class when they show the speech. If they refuse on either count, tell them your child won’t be in school that day. A free-thinker who’s a little short on class time is always preferable to an over-indoctrinated academic.

Here’s the best part for me personally. My kids don’t start school until September 9th, but don’t tell that to the Agents of Hope, or they might delay the message a day.

Update: Michelle Malkin points out one teacher who will run with this curriculum (video toward the end of this post)